初中英语教学中的合作学习_宿迎雪.docx

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1、 首都师范大学 教育硕士学位论 论文分类号： G633.41 访 中 其 语 教 学 中 的 合 作 学 习 院 系 学 科 专 业 研 究 方 向 研 究 生 姓 名 研 究 生 学 号 指 导 教 师 外国语学院英语教育 系 学 科 教 学 （ 英 语 ） 英 语 合 作 学 习 宿 迎 雪 2082008040 林 立 2012 年 4 月 Cooperative Learning in Junior English Classroom By Su Yingxue A Thesis Submitted in partial fulfillment of the requirements

2、for the degree of Master of English Education in the English Department of College of Foreign Languages Capital Normal University Beijing China April 2012 首都师范大学位论文原创性声明 本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研究 工 作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人或 集体 已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体， 均己在 文中以明确方式标明。本人完全意识到本

3、声明的法律结果由本人承担。 円期如辟 /月如 首都师范大学位论文授权使用声明 本人完全了解首都师范大学有关保留、使用学位论文的规定，学校有权保留 学 位论文并向国家主管部门或其指定机构送交论文的电子版和纸质版。有权将学 位论 文进行少量复制并允许论文进入学校图书馆被查阅。有权行或许可他人将 学位论文 的内容编入有关数据库进行检索。有权将学位论文的标题和摘要汇编出 版。保密的 学位论文在解密后适用本规定。 R 期 年 用 劣 开 摘 要 学习方式是学习主体在学习过程中形成的相对稳定的学习动机、态度和方法 的 总和，是学会学习的关键与核心。自上世纪 80 年代末 90 年代初合作学习理论 传入 中

4、国后，随着我国基础课程改革纲要 (试行 )的颁布实施及新一轮基础教 育课程 改革的推进，合作学习受到教育者们普遍关注和深入研究。目前已经有很 多学者和 一线教师在合作学习的研究方面，如合作学习模式及其成效等方面，取 得了很多成 果。但是如何将合作学习模式运用于具体外语课堂教学实践、以及到 底怎样在外语 教学中尝试使用合作学习的操作性的实践研究仍然还很少，尤其在 我国初中外语课 堂，这种情况更是如此。因此很多中小学外语教师常常处在矛盾 的边缘，在缺乏正 确理论和实践方法的指导下自己只是机械地模仿或沿袭着传统 教学模式。 目前很多省市学校从小学一年级就开始学习英语了，有些大中城市甚至从 幼 儿园就

5、给孩子们开设英语课，家长们更是早早地就让孩子们开始学英语。可以 说， 学习英语的年龄越来越早，但是随着年龄和年级的增长，孩子们对学习英语 的 兴趣 却越来越淡漠。在英语的教与学方面，一方面教师、学生的投入精力、时 间与学习 效果不能成正比，用时长、效率低的现象非常突出；另一方面两极分化 越来越严重， 有些地方甚至在小学就出现了分化现象。因此，作为一名初中英语 教师，在课堂教 学中，需要有意识地让学生在自主学习和交流合作中逐步提高独 立探究的意识，增 强与人合作的需求感，从而学会学习、学会做事、学会做人、 学会交往与合作 (教育 部， 2003)。为此，本文在深入研究国内外有关英语课堂合 作学习

6、教学的相关研究前 提下，针对自己任教班级的具体情况，开展了合作学习 模式的教学实验，并构建了 课堂和课外互补的任务型合作学习模式的理念。最后 通过行动研究检验这种模式的 可行性，并试图发现和解决实施过程中出现的具体 问题，进而不断完善合作学习的 方法。笔者最终希望能从行动研究中获得一些启 示并对今后自身的英语教学和其他 英语教师的教学工作提供一定的参考，同时使 我们的学生能学有所获，形成良好的 学习习惯，逐步培养有效的学习策略，从而 为学生的可持续性发展打下良好基础。 关键词：英语教学；合作学习；学习策略；评价 Abstract Learning style is the sum of rel

7、atively stable motivation, attitude and approach, which built in the learning process is the key and core for people to learn. Cooperative learning theory came to China since the late 1980s. With the promulgation of National Standards of English Curriculum (Experimental Edition) and development of n

8、ew basic education curriculum reform, cooperative learning was widely concerned and thoroughly studied by scholars of education and present world. Now, many scholars and front-line teachers achieved many studies results in cooperative learning research fields, such as cooperative learning model and

9、its efficiency. But, the practical research on how to apply cooperative learning model to the specific foreign language teaching and how to try to use the operational cooperative learning in foreign language teaching are still few, especially in junior high school of foreign language teaching profes

10、sion in our country. Therefore, many foreign language teachers in primary and secondary school are often contradictory. They mechanically imitate or follow the traditional teaching model without the proper theory and practical methods. At present, children in Grade 1 start to learn English in primar

11、y schools in many provinces and cities. The kids in kindergarten even have English classes in some developed cities and some parents make their kids start learning English even earlier. The age they learn English becomes earlier. But children interest in learning English decrease as their ages and g

12、rades grow. On the one hand, learning effects, time and efforts from teachers and students9 are not proportional. The phenomenon of wasting time and inefficiency is very prominent in English teaching and learning. On the other hand, extreme differentiation becomes more and more serious. The phenomen

13、on differentiated even emerged in elementary school in some regions. Accordingly, with the knowledge of in-depth research on domestic and foreign cooperative learning in English language teaching, as well as specific condition of my class, the author of this thesis carry out teaching experiments of

14、cooperative learning method and build a task-based cooperative learning style in and out of classroom for specific circumstances. Finally, we examined the feasibility of this model through the action study, tried to find and solve the specific problems in implementation process and improved the coop

15、erative learning method continuously. The writer wants to get some enlightenment from the action research eventually and hopes it will provide some references for my own English language teaching and other English teachers in the future. At the same time, it will benefit our students to form a good

16、learning habit and gradually develop effective learning strategies. What more, it will build a good foundation of sustainable development for students. Key words: English teaching, cooperative learning, learning strategy, assessment Table of Contents Table of contents . I 1. Introduction. 1 1.1 Back

17、ground . 1 1.1.1. Cooperation is the theme of.the age . 1 1.1.2 Ideas of quality education . 2 1.1.3 Needs of the New Cumculum . 3 1.1.4 Needs of junior high school English teaching . 4 1.2 The significance of the study . 6 1.2.1 Theoretical Significance . 7 1.2.2 Practical significance . 8 1.3. Aim

18、 of the research . 9 1.4 Research ideas and methods . 11 1.4.1 Thesis research ideas . 11 1.4.2 Research Methods . 12 1.5 Main research content and innovation . 13 1.5.1 The main research content and structure . 13 1.5.2 Main innovation of research . 14 2. Literature Review. . . 15 2 A Overview of c

19、ooperative learning . 15 2.1.1 The basic overview on cooperative learning . 17 2.1.2 The basic theory of cooperative learning . 18 2.1.3 Definition of cooperative learning . 22 2.2 Cooperative learning research . 24 2.2.1 Cooperative learning abroad . 25 2.2.2 Keywords co-occurrence analysis . 26 2.

20、2.3 International cooperative learning research . 27 23 Cooperative learning in China . 28 2.3.1 The source analysis of literature indexed by CSSCI . 28 3.1 Textbook . 33 3.2 Participants . 34 3.3 Methods . 34 3.3.1 Research questions . 35 3.3.2 Data selection . 36 3.3.3 Procedures . 46 3.3.4 Evalua

21、tion . 50 3.3.5 Different classes and the region of application . 53 4. Results and discussion. 60 4.1 Data analysis and discussion . 60 4.1.1 Questionnaire data analysis . 60 4.1.2 Discussion . 61 4.2. Data from the test . 61 4.2.1 Data analysis . 61 4.2.2 Discussion . 63 4.3 Limitation and advice

22、. 65 5. Conclusion . 68 References . 71 Appendix 1 . 74 Appendix 2 . 75 Appendix 3. 79 Appendix 4 . 81 Acknowledgements . 82 1. Introduction In this chapter, the author will introduce the background and significance of the study, research objective, basic definition of concepts and the methods that

23、adopted in the research from four aspects. The author hopes that she can study cooperative learning theoretical basis of English teaching in junior high school, develop new areas of English language teaching, improve timeliness of English teaching and provide some references for English teaching cur

24、rently from theoretical significance. At the same time, she hopes that she can try many course types in the curricular, extra-curricular courses and revision courses according to the cooperative learning theory, so that to improve the efficiency in English class and change the relationships between

25、teachers and students from practical significance. 1.1 Background 1.1.1. Cooperation is the theme of the age The 21st century is the knowledge-competitive and co-development age. The new society has put forward higher requirements to our education. When science and technology changes the entire soci

26、al life with the unprecedented power, it also has changed the old model of traditional education for the purpose of imparting knowledge only. Education is facing new challenges. How to handle the intensive relationship between necessary competitive and equal opportunities and how to coordinate the s

27、timulated competition and promote cooperation has been become an important issue for us. Cooperative learning has become an important education content in every country in the world. The International 21st Century Education Committee has reported to UNESCO, Education - The Treasure Within (1996) onc

28、e pointed out that four pillars of education are learning to know, learning to do, learning to cooperate and learning to survive” ， in which “learning to cooperate is one of the new century5s four pillars among them. It was once said: if we learn by ourselves without partners, we won?t have any frie

29、nds. It means you are the ignorant, (studying alone， you will know a little), A persons knowledge is limited after all， it only can achieve its maximum affections and get innovative and development under group and cooperative conditions. “Learning to cooperate” shows the strong demands for the coope

30、ration idea and collaboration ability of the new time people. In the background of knowledge economy, cooperation will show its importance increasingly. Cooperation idea and collaboration ability have become an important quality for peoples survival and development. For young people, we must also pa

31、y attention to educate them cooperating with others when we inspire them to create motivation. Thus, cooperation and innovation of people will become a spirit of times in the 21st century and an important part of the human life values. Education in every country will be faced with common task to enhance cooperation of students and develop spirit of innovation. Cooperation and innovation will be the main theme of global education in the 21st century. 1.1.2 Ideas of quality education People usually think that American educator John Dewey, creating a cooperative learning in the e